Teacher Name: Roderick Steward Week of: Sept. 19 – Sept. 23

U.S. History PAP/VG Lesson Plans

Monday / Objective: ⓇSS.8.2A Identify reasons for European exploration and colonization of North America.ⓈSS.8.2B Compare political, economic, religious, and social reasons for the establishment of the 13 English colonies. ⓇSS.8.10C Analyze the effects of physical and human geographic factors on major historical and contemporary events in the United States
Warm-Up: Complete Geographic Handouts on NEC, MC, and SC.
Classwork: Students transfer information from one source to another: key TEKS SKILL! Using notes from previous classes, students begin completing “Characteristics of the Colonies” graphic organizer. Groups of 3-4.
Homework: None
Tuesday / Objective: ⓈSS.8.3B Analyze the importance of the Mayflower Compact, the Fundamental Orders of Connecticut, and the Virginia House of Burgesses to the growth of representative government. ⓈSS.8.3C Describe how religion and virtue contributed to the growth of representative government in the American colonies.ⓈSS.8.20A Explain the role of significant individuals such as Thomas Hooker, Charles de Montesquieu, John Locke, William Blackstone, and William Penn in the development of self-government in colonial America.
Warm-Up: Students get three sheets of paper and create a foldable to be used during class. Take 3 sheets of paper and place them about ½ inch apart. Fold up the bottom edges of the paper to form 5 tabs. When all of the tabs are the same size, crease the paper to hold the tabs in place and staple the sheets together.
Classwork: Brief PointPoint or other notetaking resource to understand significance of key “Foundations of American Democracy.” [Magna Carta -1215, Virginia House of Burgesses -1619, Mayflower Compact -1620, Fundamental Orders of Connecticut -1639, and English Bill of Rights -1689. Also include the role of significant individuals such as Thomas Hooker, Charles de Montesquieu, John Locke, William Blackstone, and William Penn. Students transfer information from one source to another: key TEKS SKILL! Using notes from previous classes, students continue completing “Characteristics of the Colonies” graphic organizer. Groups of 3-4.
Homework: Work on Characteristics of the Colonies”
Wednesday / Objective: Same
Warm-Up: What causes countries to have conflict with each other?
Classwork: Use Causes of the American Revolution: The French and Indian War and appropriate text references to discuss the French and Indian war and its results. Emphasize that the French and Indian War had been costly for the British and that they believed the colonists should bear the burden of that expense. Discuss the impact of the Proclamation of 1763 on people in the colonies. Using the Think Aloud and the two-column notes format to model the Note Taking process as you discuss how the French/Indian War and other colonial issues led to increased resentment by the colonists. Students will work in group of 3-4 to complete the questions/answers and the graphic organizer from unit planning guide.
Homework: Students will complete the graphic organizer (short answers in the circles) at home, if necessary.
Thursday / Objective: Same
Warm-Up: Students create a cause/effect chart to illustrate the cause and effect relationship between actions before, during, and after the French and Indian War that led to growing resentment by people in the colonies. Use information from last class [questions/answers and circle chart graphic organizer].
Classwork: PowerPoint or other visual to highlight key events between 1763 and 1774, including Notetaking in ISN using Cornell Notes or Two Column notes. Students complete the Taxation without Representation Flow chart [planning guide resource] to help them visualize the relationship between actions taken by the British from 1763-1774.
Homework: Add to cause/effect chart started in Warm-Up.
Friday / Objective: Same
Warm-Up: Working in their group, students complete the British Actions… Colonists Reactions chart in their ISN.
Classwork: Mini Assessment [10 questions]
Homework: None
Objective: ⓈSS.8.4B Explain the roles played by significant individuals during the American Revolution, including Abigail Adams, John Adams, Wentworth Cheswell, Samuel Adams, Mercy Otis Warren, James Armistead, Benjamin Franklin, Bernardo de Gálvez, Crispus Attucks, King George III, Haym Salomon, Patrick Henry, Thomas Jefferson, the Marquis de Lafayette, Thomas Paine, and George Washington.
ⓇSS.8.4C Explain the issues surrounding important events of the American Revolution, including declaring independence, writing the Articles of Confederation, fighting the battles of Lexington, Concord, Saratoga, and Yorktown, enduring the winter at Valley Forge, and signing the Treaty of Paris of 1783.
Warm-Up: Explain the difference between a Primary and a Secondary Source. Give specific examples to show you know the difference. Discuss with your group.
Classwork: Students will use Primary and Secondary sources to create visuals of roles of those significant individuals during the American Revolution. Information will be in stations in the room for student research. Can be done on paper plates or plain paper. We will post these “Citizens of the Year” around the room.
Homework: Extended research on mentioned significant individuals.